Texto base: A figura seguinte representa o trapézio ABCD, em que os segmentos BF e AE são bissetrizes dos ângulos e , respectivamente.

Enunciado:

Sabendo-se que = 46º e = 68º, pode-se concluir que a medida do ângulo CÊA é igual a:

(PUC-RS) Analise o gráfico publicado em agosto de 2013, no site: www.climatempo.com.br, com a previsão para as temperaturas máximas e mínimas para a cidade de Porto Alegre - RS, durante 10 dias.

A análise das variações de temperatura permite inferir que, a partir do dia 09/08, a cidade de Porto Alegre estaria sob a atuação de uma massa de ar

Texto base: 10470099

Texto para a questão. A mania nacional da transgressão leve Pequenos delitos são transgressões leves que passam impunes e, no Brasil, estão tão institucionalizados que os transgressores nem têm ideia de que estão fazendo algo errado. Ou então acham esses “miniabusos” irresistíveis, apesar de causarem “minidanos” e/ou levarem a delitos maiores. Esses maus exemplos são também contagiosos. E, em uma sociedade na qual proliferam, ser um cidadão-modelo exige que se reme contra uma poderosa maré ou que se beire a santidade. Alguns pequenos delitos – fazer barulho em casa a ponto de incomodar os vizinhos ou usar as calçadas como depósito de lixo e de cocô de cachorro – diminuem a qualidade de vida em pequenas, mas significativas, doses. Eles ilustram a frase do escritor Millôr Fernandes: “Nossa liberdade começa onde podemos impedir a dos outros”. No ano passado, o grupo de adolescentes que furou a enorme fila para assistir ao show gratuito [...], na qual eu e outros esperávamos por horas, impediu nossa liberdade. Os jovens receberam os ingressos gratuitos que, embora devessem ser nossos, se esgotaram antes de chegarmos à bilheteria. KEEP, Michael. A mania nacional da transgressão leve. Disponível em:

<www1.folha.uol.com.br/fsp/equilibrio/eq2608200412.htm>. Acesso em: 23 jul. 2018.

Enunciado:

A primeira frase contendo a opinião do autor é:

(UFPA) The Impact of Media Violence on Children and Adolescents: Opportunities for Clinical Interventions

Over the past 30 years there has been extensive research on the relationship between televised violence and violent behavior among youth. Longitudinal, cross-sectional, and experimental studies have all confirmed this correlation. Televised violence and the presence of television in American households have increased steadily over the years. Studies reveal that children watch approximately 28 hours of television a week, more time than they spend in school. The typical American child will view more than 200,000 acts of violence, including more than 16,000 murders before age 18. Television programs display 812 violent acts per hour; children's programming, particularly cartoons, displays up to 20 violent acts hourly.

How does televised violence result in aggressive behavior? Some researchers have demonstrated that very young children will imitate aggressive acts on TV in their play with peers. Before age 4, children are unable to distinguish between fact and fantasy and may view violence as an ordinary occurrence. In general, violence on television and in movies often conveys a model of conflict resolution. It is efficient, frequent, and inconsequential. Heroes are violent, and, as such, are rewarded for their behavior. 1They become role models for youth. The typical scenario of using violence for a righteous cause may translate in daily life into a justification for using violence to retaliate against perceived victimizers. Hence, vulnerable youth who have been victimized may be tempted to use violent means to solve problems. Unfortunately, there are few, if any, models of nonviolent conflict resolution in the media. Additionally, children who watch televised violence are desensitized to it. They may come to see violence as a fact of life and, over time, lose their ability to empathize with both the victim and the victimizer.

Child and adolescent psychiatrists, pediatricians and other physicians can have a major impact on the effects of media violence. The American Academy of Pediatrics (AAP) has created a list of recommendations to address television violence. It suggests that physicians talk openly with parents about the nature and extent of viewing patterns in their homes. Parents should limit television to 1-2 hours daily and watch programs with their children, enabling them to address any objectionable material seen.

Physicians should make parents and schools "media literate," meaning they should understand the risks of exposure to violence and teach children how to interpret what they see on television and in the movies, including the intent and content of commercials. In doing so, children may be increasingly able to discern which media messages are suitable. Schools and homes should teach children conflict resolution.

Physicians, in their role as health promoters, should become more active in educating the media to become more sensitive to the impact of violence on youth. The arena of media violence is a new frontier where physicians can promote health through public education and advocacy.

(http://www.aacap.org/cs/root/developmentor/the_impact_of_media_violence_on_children_and_adolescents_opportunities_for_clinical_interventions)

No enunciado “They become role models for youth” (ref. 1), o vocábulo sublinhado se refere a:

Duas escalas termométricas E₁ e E₂ foram criadas. Na escala E₁, o ponto de fusão do gelo sob pressão de 1 atm (ponto de gelo) corresponde a + 12 e o ponto de ebulição da água sob pressão de 1 atm (ponto de vapor) corresponde a + 87. Na escala E₂, o ponto de gelo é + 24. Os números x e y são, respectivamente, as medidas nas escalas E₁ e E₂ correspondentes a 16 ºC. Se os números 16, x e y formam, nessa ordem, uma Progressão Geométrica, o ponto de vapor na escala E₂ é